For some time, I have believed that primary schools are being sold a PE offering – that sounds good – but achieves little by way of developing every child. In this short blog, I cast a spotlight on my observations working in more than 100 primary schools. I currently teach every Tues-Thurs in five local primary schools. Examining the key personnel dynamics in play, I highlight the tendency for conformity to popular opinion over simple, purposeful action.
The Emperor
Who is tasked with spending the PE and Sports Premium
When afforded time and profile, Heads of PE can transform the culture inside their schools.
But Primary PE Leads are usually full-time class teachers with varying levels of experience and expertise in PE – a highly specialised and hugely impactful subject area. These class teachers are given few if any protected hours to undertake the sizeable duties required to carry out this role effectively.
At the beginning of this academic year I was in conversation with a primary school deputy head, who has just returned to the role of PE Lead (and not by choice). She conceded how when she was responsible for both literacy (considered as one of the key responsibilities in primary schools with additional pay) and PE, the role of PE Lead was more time consuming and no less important.
The Swindlers
Who are taking the PE and Sports Premium
Some (not all) coaching companies will put profit before the development of every child. These companies sell PE Leads what they want in the short term, not what they need in the long term. Good coaching company staff are often not paid enough to remain at the coal-face. The best coaches (who can be very good) are then replaced by less effective staff. I believe there is a place for coaching companies, but in the delivery of co-curricular and wrap-around clubs, holidays camps and tournament delivery. Any curriculum support by coaching companies should be carefully considered by each school.
The absence of a PE vision from within primary schools has created a vacuum for non-teaching PE experts to ride-in to this subject area.
These non-teaching PE experts, many with little if any time as PE teachers behind them, shape initiatives which they do not deliver, and which rarely come to fruition. We need people in policy and academia, but with a committed record in PE teaching, so they will theorise with pragmatism. In this space, the case is often made for classroom teachers – many of whom disengaged from PE themselves as a result of negative personal experiences – to be best placed to deliver this subject area in primary schools.
Would someone who does not read or write be best placed to teach and inspire Literacy?
Class teachers with a strong desire to teach PE will do it well. 75% of those I speak to are indifferent to this subject – their headspace and teaching capacity is already consumed. Teaching effective PE lessons that will engage and inspire every child is incredibly challenging. Put most class teachers in open spaces, managing cones, bibs, balls, etc. with 30+ children of all abilities and convince me this is best practice.
Conclusion
The subject area of PE is vast. It spans PE curricular, co-curricular clubs, active learning, active play, active travel, inter/intra school competition, sports fixtures, club links, holiday camps and more. It’s time we stopped paying the swindlers to implement models of delivery in our primary schools that do not drive a powerful PE vision.
This subject matters more.
Within any meaningful and lasting educational impact, the critical ingredient is the people. Good PE teachers will possess both subject knowledge and pedagogical skills. They will create an inclusive PE vision, embed effective PE systems, look after PE environments and develop relevant PE content. PE teachers will inspire, role-model and champion physical education all day, every day, to every child.
The solution has always been simple.
Passionate, committed and expert PE teachers (or people) in every primary school.
